Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
Sept.
E3. Analyze characteristics of traditional, market,
command and mixed economies with regard to: A
a. Private property;
b. Freedom of enterprise;
c. Competition and consumer choice;
d. The role of government.
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E2. Explain how changing methods of production and
a country's productive resources affect how it
answers the fundamental economic questions of
what to produce, how to produce, and for whom
to produce. A
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G1. Explain how various systems of governments
acquire, use and justify their power. B
P3. Explain how advances in communication and
transportation have impacted: C
a. Globalization;
b. Cooperation and conflict;
c. The environment;
d. Collective security;
e. Popular culture;
f. Political systems;
g. Religion.
Analyze the characteristics of
communism using:
A Red White Elephant Sale

Venn diagram comparing and
contrasting different economic
systems
H.A. 10-2 (1.3) Rock, Paper,
Scissors: Understanding M theory

Completion of a content chart
frame that analyzes the
difference between communism
and capitalism
Use spoke diagrams to categorize
world religion

Venn diagrams that compare
and contrast the major religions
of the world

Redraw a map of the middle
east based on cooperation,
conflict, environmental factors,
political system and religion

Creation of a gov’t rule book
explaining type of gov’t powers
possessed

Participate in a press
conference portraying various
characters and their opinions
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H.A 10-6 (2.1) Determining Borders:
The legacy of Colonialism

H.A. 10-1 (1.1) The challenge of
Ruling: Forming a Government
GH3. Explain how political and economic conditions,
resources, geographic locations and cultures have
contributed to cooperation and conflict. A
G2. Analyze the purposes, structures and functions of
various systems of government including: B
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies.
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2004 & 2005 OGT – 15 questions
Analyze the structure of gov’t using
DBQ11: Absolutism Democracy
H.A. 10-1 (1.2) Debating the ideal
form of government: A meeting on
the mind
Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
Sept.
(cont.)
Oct.
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CRR2. Describe and compare opportunities for
citizen participation under different systems of
government A
including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies
H1. Explain how Enlightenment ideas produced
enduring effects on political, economic and cultural
institutions, including challenges to religious authority,
monarchy and absolutism. A
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H2. Explain connections among Enlightenment ideas,
the American Revolution, the French Revolution and
Latin American wars for independence. A
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H.A. 8-3 (3.1) Considering A
Parent’s Bill of Rights
H.A. 8-3 (3.2) Creating a student’s
Bill of Rights
H.A. 8-3 (3.3) Understanding a Bill
of Rights
H.A. 8-3 (3.4) Imagining Life
without the Bill of Rights
DBQ10-Causes of the French
Revolution
H.A. 10-1 (1.3) Experiencing the
French Rev.
H.A. 10-1 (1.4) creating a story book
about the French Revolution
2004 & 2005 OGT – 5 questions
 Students will create a Bill of
Rights that challenges issues of
political economic religious
authority
Parents
Students
 Students will write a story that
depicts life without a bill of
rights
2004 & 2005 OGT – 1 question
 Students will write am
essay/paragraph that explains
the causes of the French
Revolution and connects them
to enlightenment ideas
 Students will participate in a
simulation that reflects the
cultural, political, and
economic conditions in France
that led to Revolution ideas
 Students will create an
illustrated book about the
French Revolution
Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
Nov.
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H3. Explain the causes and effects of the Industrial
Revolution
with emphasis on:
a. How scientific and technological changes
promoted industrialization in the textile industry in
England;
b. The impact of the growth of population, rural-tourban migrations, growth of industrial cities,
and emigration out of Europe;
c. The changing role of labor and the rise of the
union movement;
d. Changes in living and working conditions for the
early industrial working class, especially women
and
children;
e. The growth of industrialization around the world.
GH1. Interpret data to make comparisons between
and among
countries and regions including:
a. Birth rates;
b. Death rates;
c. Infant mortality rates;
d. Education levels;
e. Per capita Gross Domestic Product (GDP)
2004 & 2005 OGT – 3 questions

H.A. 10-1 (2.1)
Interactive slide lecture –Rise of
Industrialism.

Invention Convention Activity
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GH4. Explain the causes and consequences of
urbanization including economic development,
population growth and environmental change.

E4. Analyze the economic costs and benefits of
protectionism, tariffs, quotas and blockades on
international trade.

H6. Explain the global impact of imperialism
including:
a. Modernization of Japan;
b. Political and social reform in China;
c. Exploitation of African resources.


Answer questions pertaining
to interactive slides over the
Industrial Revolution.

Create an invention that
would be relevant to today’s
needs or want and relate that
to the times of the Industrial
Revolution.

Students will answer
questions that analyze the
reading on unregulated
industry during the early
years of the Industrial
Revolution.
Writing for understanding-The
Industrial Revolution. (Editorial)

Completion of a letter. (Two
page written or one page
typed)
Students will create charts and
graphs to interpret data.

Students will transfer data
from charts and graphs onto
a blank world map.

Students will write an essay
describing the beginnings of
the I.R.

Students will write an essay
describing the effects of the
Industrial Revolution.

Students will write an essay
describing the responses of
the Industrial Revolution.
Reading selection on The Jungle
D.B.Q. 12 – I.R. Beginnings
D.B.Q. 13 – I.R. Effects
D.B.Q. 14 – I.R. Responses
Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
Dec.
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H5. Analyze the perspectives of the colonizers and the
colonized concerning:
a. Indigenous language;
b. Natural resources;
c. Labor;
d. Political systems;
e. Religion.
H13. Examine social, economic and political
struggles resulting from colonialism and imperialism
including:
a. Independence movements in India, Indochina and
Africa;
b. Rise of dictatorships in former colonies.
H4. Describe the political, economic and social roots of
imperialism.
GH5. Analyze the social, political, economic and
environmental factors that have contributed to human
migration now and in the past.
Jan.
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H7. Analyze the causes and effects of World War I with
emphasis on:
a. Militarism, imperialism, nationalism and alliances;
b. The global scope, outcomes and human costs of the
war;
c. The role of new technologies and practices
including the use of poison gas, trench warfare,
machine guns, airplanes, submarines and tanks;
d. The Treaty of Versailles and the League of Nations.
2004 & 2005 OGT – 3 questions

HA – 10.1 (3.2) Quest for Empire
European Motives

What would you do?

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HA – 10.1 (3.1) Scramble for
Territory
Simulation “Dr. Livingston, I
Presume”
Simulation “Imperialist Review”
DBQ 8 – Africa Before European
Arrival

DBQ 16 – New Imperialism Causes

H.A. 10-1 (4.1) The First World
War: European Tensions Ignited

Simulation “Entangling Alliances”

H.A. 12-1 (4.3) Living Trench
Warfare

H.A. 12-1 (4.4) Negotiating a
Treaty to Secure World Peace

Weapons of war: Internet game

Countdown to war timeline

DBQ 19 – Causes of World War I

Students will visually examine
artifacts to analyze European
motives – political, economic,
exploratory, religious, or
ideological

Given specific information
students will complete a
graphic organizer that
analyzes imperial motives
from different points of view

Students will compare and
contrast claims in the
classroom to the European
scramble for Africa
Students will describe the
roots of imperialism using the
information gained through
the simulation to demonstrate
an understanding of
imperialism
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Following the simulation
students will create their own
alliances based on differing
situations and analyze the
reasons for their creation
After experiencing trench
warfare students will write a
letter to a loved one that
explains their experiences in
the trench
Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
Feb.
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H9. Assess the global impact of post-World War I
economic, social and political turmoil including:
a. Disarmament;
b. Worldwide depression;
c. Colonial rebellion;
d. Rise of militarist and totalitarian states in Europe
and Asia.
H8. Analyze the causes and consequences of the
Russian Revolution including:
a. The lack of economic, political and social reforms
under the tsars;
b. The impact of World War I;
c. The emergence of Lenin, Stalin and the
Bolsheviks;
d. The rise of communism in Russia.
E1. Describe costs and benefits of trade with regard
to:
a. Standard of living;
b. Productive capacity;
c. Usage of productive resources;
d. Infrastructure.


Simulation “A Shot in Sarajevo”

The Costs of War

H.A. – 10-2 (1.2) A Day in the Life
of Czarist Russia
H.A. – 10-2 (1.3) Rock, Scissors,
Paper: Understanding Marxist
Theory
H.A. – 10-2 (1.4) The Russian
Revolution
H.A. – 10-2 (2.2) The Purges
Under Stalin
H.A. – 10-6 (2.1) Determining
Borders: The Legacy of
Colonialism
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Students will rank order
Wilson’s 14 points to create a
peace treaty to end WWI
 Given events students will
decipher the advantages and
disadvantages for the
different sides of the war
 Students will assess the
impact of WWI by creating
graphs and charts comparing
statistical data
 Students will label maps
reflecting the differences of
Europe before and after 1919
to assess the global impact of
WWI
2004 & 2005 OGT – 2 questions

Students will create typical
daily scene skits that reflect
the daily life of Russia in
czarist times

Students will complete a
content frame that compares
the rock, scissors, paper
activity to capitalism and
communism

Students examine maps of
physiographic features, and
ethnic, religious, and
population distributions in
the Middle East in 1918 to
determine where to draw
borders for six new Middle
Eastern nations
Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
March
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H10. Analyze the causes of World War II including:
a. Appeasement;
b. Axis expansion;
c. The role of the Allies.
H.A. – 10-1 (4.2) “World War II
Events: Predicting European
Responses”

Students will create virtual
museum exhibits that analyze
the causes and consequences
DBQ 21 - WWII: The Road to
War

Debate the differing
viewpoints of the decision to
use atomic weapons during
WWII.
o Using selected
readings from
History Lessons
o Use articles from The
History Channel
Magazine
Students will create a visual
metaphor representing major
historical issues and legacies
in the modern Middle East.
GH2. Explain how differing points of view play a
role in conflicts over territory and resources.

H11. Analyze the consequences of World War II
including:
a. Atomic weapons;
b. Civilian and military losses;
c. The Holocaust and its impact;
d. Refugees and poverty;
e. The United Nations;
f. The establishment of the state of Israel.

H.A. – 10-1 (4.3) “Recounting
Stories of Resistance from the
Holocaust”

H.A. – 12-3 (4.1) “Facing the
Holocaust: Why Genocide?”

H.A. – 12-3 (1.1) “Bringing World
War II Terms to Life”

H.A. – 10-6 (3.1) “Jews and
Palestinians”

H.A. – 10-6 (3.2) “United nations
Responses to the Arab-Israeli
Conflicts”

H.A. – 10-6 (3.3) “Attending a
Conference on the IsraeliPalestinian Conflict”

Masters of the World Simulation


Simulation “Gandhi”
DBQ 20 – Stalin: Evaluation of his
Leadership

DBQ 22 -The Cold War Begins

DBQ 23 -Decolonization and
Revolution
March
(cont.)
April
2004 & 2005 OGT – 3 questions

H12. Analyze the impact of conflicting political and
ideologies after World War II that resulted in
including:
a. Soviet expansion in Eastern Europe;
b. The division of Germany;
c. The emergence of NATO and the Warsaw
d. The Chinese Communist Revolution.

2004 & 2005 OGT – 11 questions

Given different scenarios
students will formulate and
evaluate potential solutions to
problems using methods
employed by Gandhi
Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
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H14. Explain the causes and consequences of the
fall of the Soviet Union and the end of the Cold
War including:
a. The arms build-up;
b. Ethnic unrest in the Soviet Union;
c. Independence movements in former Soviet
satellites;
d. Global decline of communism.
CRR1. Analyze and evaluate the influence of
various forms of citizen action on public policy
including:
a. The French Revolution;
b. The international movement to abolish the slave
trade and slavery;
c. The Russian Revolution;
d. The independence movement in India;
e. The fall of communism in Europe;
f. The end of apartheid.
CRR3. Analyze how governments and other groups
have used propaganda to influence public opinion
and behavior.
SSS1. Detect bias and propaganda in primary and
secondary sources of information.
April
(cont.)
P1. Analyze examples of how people in different
cultures view events from different perspectives
including:
a. Creation of the state of Israel;
b. Partition of India and Pakistan;
c. Reunification of Germany;
d. End of apartheid in South Africa.

H.A. – 12-4 (1.1) “Contrasting
Cold War Terms”

H.A. – 12-4 (1.2) “Discovering the
Roots of the Cold War”

H.A. – 10-2 (3.1) “The Roots of the
Cold War”

H.A. – 10-3 (1.3) “Shifting Winds
of Communist Policies”

H.A. – 10-3 (1.4) “Communist Rule
in Modern China”

H.A. – 10-2 (4.2) “The Unraveling
of the Soviet Economy”

Simulation 21: Cold War “Smith
vs. Allen”

H.A. – 10-2 (1.4) “The Russian
Revolution”

H.A. – 10-2 (3.2) “Exploring
Events of the Cold War in
Europe”

H.A. – 10-2 (2.2) “The Purges
Under Stalin”

Clips from the movie: Gandhi

H.A. 10-2 (2.3) Investigating
Perspectives on Soviet Daily Life

H.A. 10-6 (2.4) Analyzing
Propaganda Posters from the
Iranian Revolution

H.A. – 10-6 (2.1) “Determining

Students will write an essay
evaluating the rule of Stalin
in the Soviet Union taking
into consideration the
changes made and the
methods used

Students will assume the role
of Soviet journalists to
investigate government
propaganda and alternative
information on aspects of life
under Stalin
Students examine Iranian
propaganda posters to learn
about goals of the 1979
revolution


Using selected readings from
History Lessons students take
a stand on specific issues and
defend it from their chosen
perspective.
Building______________________________
Standard/Indicator
Grade: 9th
Teacher_______________________________
Subject: Social Studies
Content Skills-Activities
Assessments
Revised Aug. 23, 2007
Borders: The Legacy of
Colonialism”
May
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H15. Examine regional and ethnic conflict in the postCold War era including:
a. Persistent conflict in the Middle East;
b. Ethnic strife in Europe, Africa and Asia.

H.A. – 10-6 (2.2) “Key Events in
the Formation of States”

H.A. – 10-5 (3.1) “Understanding
the System of Apartheid”

H.A. – 10-5 (3.2) “Discovering the
Roots of Apartheid in South
African History”

H.A. – 10-5 (3.3) “Writing Songs of
Resistance to Apartheid”

Choices – Indian Independence
and the Question of Pakistan

Read up to date articles in
magazines and newspapers to
discuss current issues.
2004 & 2005 OGT – 4 questions
SSS2. Evaluate the credibility of sources for:
a. Logical fallacies;
b. Consistency of arguments;
c. Unstated assumptions;
d. Bias.

H.A. – 10-6 (1.3) “Constructing a
Timeline of Middle Eastern
History”

H.A. – 10-6 (2.3) “Negotiating for
Oil: Who Will Profit?”
SSS4. Develop and present a research project
including:
a. Collection of data;
b. Narrowing and refining the topic;
c. Construction and support of the thesis.

Watch video clips regarding 9-11
“Read to 9-11”

H.A. - 10-6 (2.5) “Creating
Regional Handbook on the Middle
East”
SSS3. Analyze the reliability of sources for:
a. Accurate use of facts;
b. Adequate support of statements;
c. Date of publication.
Communicating

Form a selected list of topics
students will write a research
paper.
Building______________________________
Standard/Indicator
Revised Aug. 23, 2007
Grade: 9th
Subject: Social Studies
Content Skills-Activities
Teacher_______________________________
Assessments